Student Location and Movement

Transcription

1 Student Location and Movement Analysis from By the Numbers: Matriculating Student Survey 2014 INTRODUCTION Each year, PAEA s Matriculating Student Survey (MSS) attempts to capture a snapshot of firstyear physician assistant (PA) students. In 2014, the annual MSS outlined the data collected from 5,330 unique responses from 167 programs (of the 180 programs that were PAEA members at the time). The focus of this particular research brief is to look at where PA students come from and where their PA education takes them. This report also examines the different types of environments across various regions of the country where students have spent the majority of their lives. RESULTS Students were asked to indicate the zip code of their legal residence at the time they applied to PA school, not the zip code of the undergraduate university or college where they may have been enrolled at the time of the survey. Using this information, research staff identified the state and US Census Bureau Region of students former legal residences. Table 1 shows the geographic distribution of PA students by state at the time they applied to PA school and their PA program s location. Also displayed is the distribution of PA programs in the United States in States that provided the greatest number of students to PA education were Pennsylvania (8.1%), New York (7.9%), Texas (6.7%), California (5.8%), and Florida (5.3%). The states with the highest enrollment of students were Pennsylvania (10.6%), New York (9.8%), Texas (7.6%), North Carolina (6.1%), and Florida (5.9%). The five states with the greatest number of PA programs are New York (21), Pennsylvania (18), California (9), Florida (9), and Ohio (9).

3 Application Enrollment PA Program Location n % n % n % ND OH OK OR PA RI SC SD TN TX UT VT VA WA WV WI WY Total 5, , As displayed in Table 2, the Northeast and South regions appear to be importers of PA students, while the Midwest and West regions export PA students. This finding is not surprising since the highest concentration of PA programs is in the Northeast and South. TABLE 2. Distribution of PA Programs and Students, by U.S. Census Bureau Region Application Enrollment PA Program Location n % n % n % Northeast 1, , Midwest 1, , South 1, , West Total 5, , Note: See By The Numbers: Matriculating Student Survey 2014, Appendix A for US Census Bureau Regions. 3

4 Figure 1 shows the proportion of students who enrolled in a PA program located in the same state and region as their legal residence at the time of application to PA school. Fifty-seven percent (n = 5,063) of respondents remained in the same state. More than three-quarters (77.7%, n = 5,064) remained in the same region, suggesting geographic location is an important factor in program choice. This suggestion is supported by the fact that 79.9% of students (n = 4,028) reported that the selected program s location had a positive influence on their choice of program. FIGURE 1. PA Student Movement at Enrollment into a PA Program Remained in same location at enrollment Region 77.7% 22.3% Relocated at enrollment State 57.1% 42.9% 0% 20% 40% 60% 80% 100% Students were asked to report the environment(s) in which they spent a majority of their lives. This information was categorized by the region in which they resided at the time of application to PA school (see Table 3). More than than 60% of all students reported spending a majority of their lives in a suburban environment, regardless of the region they resided in before matriculation. Among students who reported spending a majority of their lives in a rural environment, the greatest proportion of those (39.5%, n = 1,510) resided in the Midwest. Of the students who came from an urban environment, the highest proportion was from the West (24.5%, n = 1,174). 4

5 TABLE 3. Environments Where Students Spent a Majority of Their Lives, by US Census Bureau Region Application Northeast Midwest South West n % n % n % n % Suburban , Rural Urban Inner city Overseas Other Total 1, , , , Note: Students were able to select more than one answer; thus, totals may not equal 100%. CONCLUSIONS AND LIMITATIONS PA program location may have a major impact on students program choice, as suggested by the movement of students from states and regions across the country following enrollment into a PA program. The Northeast and South regions of the United States tend to import students from other areas of the country, while the Midwest and West regions export PA students. Concentration of students in a particular state or region will be influenced by a number of factors, including student preferences for a particular geographic setting or environment. Another factor that may impact the concentration of PA students is the class size of programs, which was not taken into account for this report. Even though there was a robust response rate, not all programs and students participated in the 2014 MSS. Therefore, a potential limitation includes overrepresentation or underrepresentation of students in a state or region. However, based on the location of the PA programs that did not respond to the survey, it is unlikely that their participation would have affected the findings. Students former legal residence does not accurately assess where PA students are from or where they spent a majority of their lives. Respondents may have misinterpreted the survey item that requested the zip code for their former legal residence and instead indicated the zip code of the college or university at which they were enrolled before PA school, which may have affected the results. Additionally, the survey did not account for satellite campuses that may be located in different states or regions from the main PA program. This limitation will be addressed in future administrations of the survey. 5

6 Further research is needed to track PA students as they enter practice in order to determine how many students remain in the same state in which they studied, as well as how many PA students return to the state where they lived before beginning their PA education. By Rachel Hamann with contributions from Lindsey M. Huang, MA, and Anthony A. Miller, MEd, PA-C 6

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